Team-Based Learning: a randomized clinical trial in undergraduate nursing

Abstract

Objectives: To compare the knowledge on surgical safety through the team-based learning methodology and lecture classes for undergraduate Nursing students, and evaluate the learning satisfaction with team-based learning. Methods: Randomized, controlled, parallel, two-arm, unblinded clinical trial developed in the Faculty of Medicine of a public university in Botucatu, Brazil. The groups included 14 students for team-based learning and 11 students for lecture classes. Results: Students’ apprehension of knowledge in the team-based learning group was significantly higher compared to the control group (p<0.002) by considering the pre-test results. After 30 days, there was no significant difference between groups. The experience with the methodology was considered positive among students. Conclusions: Team-based learning is an important pedagogic tool available and has proven effective in education and learning with students playing the role of protagonists.

Team‐based learning in nursing education: A scoping review

“…When one‐off TBL was compared to one off‐lectures, two studies of 246 undergraduate students (Hemmati Maslakpak et al, 2015; Whittaker, 2015) and one study of 68 nurse anaesthetists (Isbell et al, 2016) reported significantly higher knowledge acquisition in the TBL group. However, two studies of 25 undergraduate students (Sakamoto et al, 2020) and 60 nurses from long‐term care hospitals (Seo & Roh, 2020) reported neutral results with no significant difference in knowledge acquisition between the TBL and lecture groups.…”

“…A summary of the characteristics of included studies is presented in Table 1. The studies were conducted in several countries; 13 from the United States of America (Clark et al, 2008; Corbridge et al, 2013; Feingold et al, 2008; Goolsarran et al, 2018; Harmon & Hills, 2015; Isbell et al, 2016; McRae et al, 2017; Mennenga, 2013, 2015; Miles et al, 2017; Ouellette & Blount, 2015; Ulrich et al, 2017; Whittaker, 2015); 11 from South Korea (Cho & Kweon, 2017; Eun & Hye Young, 2017; Kang et al, 2016; Kim et al, 2016; Kim & Kim, 2020; Lee, 2018; Park et al, 2015; Roh et al, 2014, 2015, 2020; Seo & Roh, 2020); six from Australia (Considine et al, 2013, 2014; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Oldland et al, 2017); three from Iran (Ebrahimpour & Pelarak, 2016; Hemmati Maslakpak et al, 2015; Koohestani & Baghcheghi, 2016); two each from the United Kingdom (Branney & Priego‐Hernández, 2018; Morris, 2016) and Taiwan (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014); and one each from Brazil (Sakamoto et al, 2020), Singapore (Siah et al, 2019), Turkey (Göktepe et al, 2018) and Hong Kong (Wong et al, 2017).…”

“…With a focus on educational level of preparation, 28 studies were of undergraduate students (Branney & Priego‐Hernández, 2018; Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Cho & Kweon, 2017; Clark et al, 2008; Eun & Hye Young, 2017; Feingold et al, 2008; Göktepe et al, 2018; Goolsarran et al, 2018; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kang et al, 2016; Kim et al, 2016; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013, 2015; Miles et al, 2017; Morris, 2016; Park et al, 2015; Roh et al, 2014, 2015, 2020; Sakamoto et al, 2020; Siah et al, 2019; Ulrich et al, 2017; Whittaker, 2015; Wong et al, 2017) and six studies were of postgraduate students (Corbridge et al, 2013; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Currey et al, 2018; Isbell et al, 2016; Oldland et al, 2017). Seven studies were undertaken in hospital settings (Considine et al, 2013, 2014; Ebrahimpour & Pelarak, 2016; Kim & Kim, 2020; McRae et al, 2017; Ouellette & Blount, 2015; Seo & Roh, 2020).…”

“… knowledge or academic performance ( n = 22 studies) (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Considine et al, 2014; Goolsarran et al, 2018; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Isbell et al, 2016; Kang et al, 2016; Kim et al, 2016; Kim & Kim, 2020; McRae et al, 2017; Mennenga, 2013; Miles et al, 2017; Morris, 2016; Park et al, 2015; Roh et al, 2020; Sakamoto et al, 2020; Seo & Roh, 2020; Siah et al, 2019; Ulrich et al, 2017; Whittaker, 2015; Wong et al, 2017); student experience, satisfaction or perceptions of TBL ( n = 21 studies) (Branney & Priego‐Hernández, 2018; Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Cho & Kweon, 2017; Clark et al, 2008; Considine et al, 2014; Corbridge et al, 2013; Currey et al, 2018; Ebrahimpour & Pelarak, 2016; Feingold et al, 2008; Göktepe et al, 2018; Harmon & Hills, 2015; Koohestani & Baghcheghi, 2016; Mennenga, 2013, 2015; Morris, 2016; Oldland et al, 2017; Ouellette & Blount, 2015; Roh et al, 2014, 2015; Sakamoto et al, 2020); and student engagement with, behaviours or attitudes towards TBL ( n = 13 studies) (Cheng, Liou, Hsu, et al, 2014; Cheng, Liou, Tsai, et al, 2014; Clark et al, 2008; Currey, Eustace, et al, 2015; Currey, Oldland, et al, 2015; Feingold et al, 2008; Goolsarran et al, 2018; Kang et al, 2016;...…”

“…A review of 40 studies showed one randomised study, two crossover studies and 16 studies with control groups: the remaining studies were descriptive in nature (Haidet et al, 2014). In our scoping review, all three randomised controlled trials compared TBL to lectures in undergraduate nursing students: two used a one‐off format (Kang et al, 2016; Sakamoto et al, 2020) and one study ran over three 2‐hr sessions (Kim et al, 2016). Nine studies in our review were two‐group pre post‐test studies so some attempt had been made by these researchers to have a control group (Clark et al, 2008; Eun & Hye Young, 2017; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kim & Kim, 2020; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013; Seo & Roh, 2020).…”